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Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献
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Roseanna Bourke John O’Neill Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices. 相似文献
3.
An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing? 
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下载免费PDF全文 Kathleen B. Aspiranti Daniel F. McCleary Stephen R. Ratliff 《Psychology in the schools》2018,55(2):165-175
This study analyzed articles published in four school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review) between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical, and affiliation of each author was classified as either practitioner or university. Results were compared to those of a previous study that similarly classified articles from 2000 to 2008. Across the years, the total number of authors increased; however, the proportion of practitioners compared to university affiliates decreased from 9% to 6%. In particular, a regression analysis revealed a large increase in the number of university secondary authors. Discussion focuses on examining the impact that practitioners’ involvement in research has on implementing evidence‐based practices within the schools. 相似文献
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As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting. 相似文献
5.
This article explains how an inservice teacher education organisation in New Zealand embarked on a cultural innovation to
challenge and build bicultural pedagogies, policies and practices. To understand the process and the impact of a three-year
cultural innovation both intended and unintended changes need to be explored. Using a framework of second generation cultural
historical activity theory, the article examines the individual and institutional changes, exposing both tensions and learning.
Key successful factors included establishing a clearly recognized purpose, widening individual and group involvement, and
creating flexibility to build a strong platform to support the innovation. However, tensions were created when externally
imposed factors such as changes in government policy and re-prioritization of funding were introduced. The external tensions
challenged the internal organisational structures and stability, which in turn affected the cultural innovation and destabilised
the change process. 相似文献
6.
Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
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Roseanna McCleary 《Educational gerontology》2013,39(6):414-426
This study evaluated whether two evidence-based methods used collaboratively, intergenerational colearning and use of films/documentaries in an educational context, enhanced knowledge levels and attitudes toward older adults in nursing, social work, and other allied profession students. Students participated in a gerontology film festival where they were exposed to two documentary films related to older adults. The films were followed by a discussion led by a panel of persons who had knowledge of the topic and were models of healthy aging. A pretest/posttest design was used to measure aging knowledge and attitudes toward older adults. Additional data consisted of demographics and information on prior older adult-related trainings. Significant increases were found in aging quiz and attitude scores. The combination of exposure to the documentary films and an intergenerational panel consisting of older adults leading a discussion of the films appears to have an immediate positive effect not only on knowledge of aging, but also on attitudes. Combining the two modalities can be done using existing resources that are available cross-nationally at no or little cost. 相似文献
9.
Roseanna Bourke Alison Kearney Jill Bevan-Brown 《British Journal of Special Education》2004,31(3):150-156
Since Richard Rose relaunched BJSE's Research Section as a forum for the discussion of practitioner research, BJSE has published a series of very successful accounts of individual teacher enquiry and action research. In this article from New Zealand, Roseanna Bourke, now working at the Ministry of Education in Wellington, and her two colleagues, Alison Kearney and Jill Bevan-Brown, both from the Department of Learning and Teaching at Massey University, present an alternative view of the involvement of teachers in research.
In 1999, the Ministry of Education asked a team of researchers from Massey University to evaluate the introduction of New Zealand's first national policy for special education, known as Special Education 2000. The 16-member research team was contracted to provide a three-year, multi-method, longitudinal evaluation incorporating both quantitative and qualitative approaches. This article looks specifically at one aspect of the approach used in the evaluation – the use of teachers as fieldworkers. Teachers across the country were trained as fieldworkers to assist in the collection of data in schools and early childhood centres. Training was given to all teachers on the research aims, methods, ethics, including cultural sensitivity, and rationale for the evaluation. By participating in large-scale research and acting as 'fieldworkers', 68 teachers had the opportunity to develop their skills as researchers, while learning about other schools' perceptions and experiences of the special education policy. The experience provided a means for teachers to become apprenticed into a research culture, and to talk with principals and other teachers about common areas of interest. It also ensured that the research had knowledgeable and credible fieldworkers to collect data in schools. 相似文献
In 1999, the Ministry of Education asked a team of researchers from Massey University to evaluate the introduction of New Zealand's first national policy for special education, known as Special Education 2000. The 16-member research team was contracted to provide a three-year, multi-method, longitudinal evaluation incorporating both quantitative and qualitative approaches. This article looks specifically at one aspect of the approach used in the evaluation – the use of teachers as fieldworkers. Teachers across the country were trained as fieldworkers to assist in the collection of data in schools and early childhood centres. Training was given to all teachers on the research aims, methods, ethics, including cultural sensitivity, and rationale for the evaluation. By participating in large-scale research and acting as 'fieldworkers', 68 teachers had the opportunity to develop their skills as researchers, while learning about other schools' perceptions and experiences of the special education policy. The experience provided a means for teachers to become apprenticed into a research culture, and to talk with principals and other teachers about common areas of interest. It also ensured that the research had knowledgeable and credible fieldworkers to collect data in schools. 相似文献
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